【文章內(nèi)容簡介】 and (b) academic and career counseling services. Specifically, 23 counselors and 13 administrators (75%) perceived the role of school counselors to include treatment of the whole person, including academic, career, personal, and mental health issues, which include support to students in crisis as well as assessing/determining students who need mental health services outside of the school environment. Seven administrators and 5 counselors (25%) perceived the role of the counselor to focus primarily on academic, mediation, and career counseling services. Suggestions for dialogues that are needed among principals, school counselors, and nonschool MHPs included 38 responses, resulting in five meaningful categories: 譯文 4 School counselor role definition and clarification. This was indicated by 13 counselors and 5 administrators (47%) who believed that it would be helpful to negotiate noncounseling tasks such as scheduling and to have indepth discussions with counselors and MHPs about the role and involvement of MHPs in school and studentrelated issues. Increased opportunity for dialogue. This was reported by 6 counselors and 2 administrators (21%) who noted their limited time as a barrier to opportunities for dialogue. Referral/triage procedures. This was suggested by 3 counselors and 3 administrators (16%) who expressed a need for dialogues regarding the triage procedures and process for addressing student issues. Little dialogue is needed. This was indicated by 4 counselors (11%). Turf war dialogues. This was expressed by 2 counselors (5%) who emphasized that school counselors must give up turf issues and recognize that a variety of resources are needed to best serve children and their families. Eleven counselors and 5 administrators (55%) indicated that they were aware of parameters that define the types of nonschool MHPs who are either contracted or hired in their schools, and 9 counselors and 4 administrators (45%) indicated that they were unaware of the contractual agreements/parameters. DISCUSSION Of considerable interest is the finding that school counselors and administrators had different perceptions regarding the petence of school counselors to provide group counseling and to identify students in need of mental health services. Historically, the primary role of the school counselor was to perform vocational assessment and provide testing on aptitude, ability, and interests to assist students (Flaherty et al., 1998). Presently, that focus has changed to a more proactive model, with an emphasis on prevention. Although the extent of training varies, it appears that many present school counselors are gaining more knowledge about providing individual and group counseling to students, using shortterm models of intervention. Perhaps school administrators are keenly aware of the school counselor39。s assigned duties and large caseloads and, in recognizing the growing mental health needs of students, are more fortable with utilizing nonschool MHPs to provide such necessary and timeconsuming student services. We believe it is possible that the continued confusion regarding role definition and clarification of all participants affects the school administrator39。s understanding of the pivotal role the school counselor must play in such collaborations. It is often the school counselor who is most knowledgeable about the students and their families, including treatment histories. Moreover, the school counselor39。s roles of liaison, referral participant, and intervention partner might be unrecognized or underutilized. In addition, it is interesting that school counselors see themselves as MHPs to a much greater extent than do their administrators. Perhaps this difference is accounted for by the many counseling degree programs in which school counseling students may be required to plete the same core course work as students who intend to bee licensed counselors and both are awarded the same counseling degree. Interestingly, only two participants expressed disfavor with schools hiring outside MHPs to deliver mental health services to students. We interpret the high percentage of participants who support this hiring decision to mean that both counselors and administrators are well 譯文 5 aware of the growing mental health needs of students and, therefore, when clear roles are defined and prescribed. As indicated by the openended questions within the survey, 75% of the sample of participants defined the school counseling role as a bination of both mental health and academic counseling. This finding suggests that it is important for school counselors and their administrators to reach agreement regarding the school counselor39。s roles and work responsibilities, which should be informed by the ASCA National Model174。 (American School Counselor Association, 2021). Our sample participants regarded role definition as an important dialogue that needs to occu